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Click on the plus icon from in the bottom right hand corner of the screen.

On the pop-up, add your name and Q1, then record a response to the reflection question, “How do coaching conversations promote teacher reflection?” Then click publish.

On a second pop-up, add your name and Q2, then record a response to the reflection question, “How might formal/informal coaching impact student learning on your campus?” Then click publish.

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Coaching conversations promote teacher reflection by creating intentional time for teachers to think about the impact of their instruction. The strongest coaching conversations use student work as evidence, so reflection is based on what students actually produced—not just how the lesson felt. Effective coaches ask questions that encourage teachers to self-reflect, identify what worked, and decide what to adjust next.

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Q2 Formal and informal coaching can improve student learning because it keeps instruction connected to student needs in real time. When teachers regularly reflect using student evidence, they are more likely to make targeted instructional changes, strengthen implementation, and respond quickly when students are not mastering skills. Over time, this leads to more consistent instruction, better support for diverse learners, and stronger student outcomes across the campus.

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Coaching conversations promote teacher reflection in a see, think, do method. This helps teachers pivot from passive observation to active teaching. This leads to the structure of a lesson of probed open-ended questions, data analysis, building growth mindsets, and consistent/actionable reflection. Without coaching conversations, teachers don't know if they even should fix/improve anything within their lesson. This is the famous "I don't know what I don't know".

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Q1: Coaching conversations promote teacher reflection by using direct, open-ended questions and evidence from lessons taught to help teachers think about the impact they had on student learning. Coaches use positive and encouraging dialogue to help teachers figure out what worked and what didn't in the lesson. They are then able to identify areas for growth and what the next best steps would be for them to improve so that student outcomes improve.

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Coaching conversations promote reflection by asking teachers those hard questions and making them stop and think about what they did and why they did it. Reflective teachers make more informed instructional choices which leads to stronger teaching and improved student learning.

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Informal coaching increases consistency and regular ongoing support (weekly check-ins, etc.), improves engagement, immediately adjusts learning, and improves culture by building trust with the other teacher. We do this constantly in the science building at my school by checking in on each other after lessons in the hallway and at lunch.

Formal coaching is targeted improvement for goal setting, modeling, and planning. This leads to actionable outcomes that are data-driven for both teachers and students. We have weekly team meeting time during Tuesday RTIs that we work on this and once a month during this time, all the science teachers from 9-12 come together to have discussions and formal coaching.

Both informal and formal coaching leads to empowering students and having an empathetic classroom.

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Formal and informal coaching can have a powerful impact on student learning across my school campus by improving instructional quality, consistency and teacher confidence. This fosters a collaborative culture and encourages shared problem solving on student success. It creates an environment where adult learning directly drives student learning.

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Coaching conversations promote teacher reflections by giving coaches the opportunity to ask important questions like; "How do you think the lesson went?", "What did you see or hear that told you that students got it?", and "What are you using to measure the objective?".

In general, just talking through the lesson and giving honest constructive feedback, allows teachers to self-reflect on their own performance.

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Q2: Formal and informal coaching can impact student learning on my campus by helping teachers strengthen their instruction. Through feedback and collaborative planning, teachers can develop stronger instructional strategies to create more effective lessons resulting in improved student outcomes.

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Both formal and informal coaching can impact student learning for our campus by allowing teachers to have those conversations that lead to best practices and bring the focus back to student impact and growth. These conversations and observations will give teachers the opportunity to learn from one another and to gain the knowledge of teachers with more experience and success in their classrooms. It will give us daily opportunities to reflect and get or give advice as we prepare and perform our daily practices, all with a focus on student impact and achievement.

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Q1) Coaching conversations promote reflections by posing questions that get the teacher thinking deeper into their lesson. They are challenged to think about the impact their lessons/teaching had on their students based on responses the students give. Questions are open-ended, positive, and focused on student data vs the teacher's teaching style. Coaches are encouraging and help teachers make decisions based on what their students need.

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Q2) Formal and informal coaching can have an impact on student learning at my campus by helping teachers think deeper into what our students need based on where they currently are. Teachers will be able to strengthen their instruction through thorough feedback, planning collaborative, and develop new teaching strategies to improve student learning.